| Although selective colleges and universities boast higher numbers of Black students more than ever before, new data show that a disproportionate number of these Black students are of immigrant-origin rather than native-born (Massey et al., 2007). The data also show that students of immigrant origin (at least one parent born outside the United States) attend selective, predominantly White institutions and Ivy League colleges and universities at disproportionately higher rates than native Black students (both parents born in the United States) (Massey et al., 2007). As Black students do not represent a monolithic group, I investigated the college choice process of Caribbean American students. My research questions are as follows: (1) What factors influence Caribbean American students' college choice? (2) What steps do Caribbean American students take to apply to and select a certain college or university?;Researchers inform us that the college bound students' selection process follows a multi-stage cycle. The college choice model includes thinking about college (predisposition), deciding about the necessity of college (search) and choosing a college to attend (choice/selection) (Bateman & Hossler, 1996; Cabrera & La Nasa, 2000; Freeman, 1997; Hamrick & Stage, 1998; Hansen & Litten, 1982; Hossler & Gallagher, 1987; Nora & Cabrera, 1992). Others argue that although college choice models advance an understanding of college aspirations and selection, students do not choose a college in a vacuum. Some scholars believe that other environmental factors, such as parental/peer influence, socio-economic status and high school teachers and counselors, affect college access and choice (Cabrera & La Nasa, 2000; Ihlanfeldt, 1980; Zemsky & Oedel, 1983; McDonough, 2005; Brown & Davis 2001). Finally, other environmental factors such as cultural capital, social capital and immigrant identity may help frame the college choice process of Caribbean American students (Hossler, Braxton & Coopersmith, 1989; McDonough, 1997; Yosso, 2005; Waters, 1996a, 1999).;Based on my research questions, I conducted a qualitative study using phenomenology, which attempts to attach universal meaning to experiences through understanding the core essence of them, in this case, the college choice process (Moustakas, 1994). I conducted one-on-one interviews with 22 first year college students from the University of Pennsylvania to learn more about their college aspirations and college choice process. I used the three-stage college choice model in conjunction with concepts of cultural and social capital and immigrant identity to frame and analyze my data. |
